我国研究生培养中的美第奇效应——基于知识发展的类生物理论视角  

The Medici Effect in Domestic Postgraduate Education——From a Quasi-biotic Theory of Knowledge Development Perspective

作　　者：吕文娟[1] 和金生[1] 

机构地区：[1]天津大学管理与经济学部,天津300072

出　　处：《北京理工大学学报（社会科学版）》2012年第3期151-156,共6页Journal of Beijing Institute of Technology：Social Sciences Edition

基　　金：国家自然科学基金资助项目"基于知识类生物模型的技术能力发展实证研究"(70972116)

摘　　要：在研究生培养中创造美第奇效应是科学发展、社会进步的要求。研究生的培养是通过教育使得研究生个体知识存量增加的过程,必须遵循知识发展的原生性、有机性、众合性、酶合性等本质的类生物属性。基于知识发展的类生物理论的研究表明,研究生的培养模型应当包括以下五个基本要素:研究生及其知识基础、课程设置、导师、研究平台和环境。因此,为社会提供具有竞争力的创新型人才,需要从课程设置、导师制度、研究平台和环境四个方面寻找交叉点,为学生提供多元化的知识源和研究平台,创造自由、独立、宽容的科研与学习环境,以创造美第奇效应。Development of science and advancement of society require the intersection innovation in postgraduate education. Since postgraduate education is one of the most important ways to increase personal knowledge stock, it is confined to the essential quasi- biotic attributes of knowledge development. Consequently the postgraduate education model proposed based on the quasi-biotic theory of knowledge development has 5 basic elements： graduate students, set of courses, mentors, research platform and environment. Hence, to improve innovative competence of graduate students to suit the social requirement, measures should be taken in four aspects, i.e. set of courses, mentors, research platform and environment, to allocate intersection points. Diversified knowledge source and research platform and a permissive and independent research and learning environment are required to promote the Medici Effect.

关 键 词：研究生培养 美第奇效应 交叉创新 知识类生物属性 

分 类 号：G643[文化科学—高等教育学]